Led by Dr Mel Jordan, Reader in Art & the Public Sphere, the Contemporary Art Practice programme has specialist pathway leaders in order to facilitate a distinct engagement with specific areas of contemporary art practice. The programme is delivered through four pathways: Critical Practice (led by Jeremy Millar), Moving Image (led by Jane Wilson), Performance (led by Professor Nigel Rolfe) and Public Sphere (led by Mel Jordan).
The Contemporary Art Practice programme enables us to incorporate practices that exceed the specificity of the well-established disciplines of Fine Art at the Royal College of Art. Contemporary Art Practice engages with contemporary modes of art production, dissemination and debate. It facilitates specialisation through its pathway structure enabling students to engage with a particular approach to developing their own art practice. The teaching methodology we employ is not technologically or materially determined however students are expected to utilise appropriate and specific means in which to manifest their ideas. Contemporary Art Practice students have access to all facilities within the School of Fine Art.
Critical theory has emerged as an essential intellectual framework for art criticism but what is its potential as a tool within the production of contemporary art? Studio-based and primarily focused on supporting the development of the artistic practice of its students, the Critical Practice pathway offers regular seminars exploring emerging ideas and bodies of theory as well as opportunities to work with organised forms of knowledge such as public archives and institutions.
Moving Image is aimed at artists using film and video, and practitioners working in the areas of documentary film, film and fiction cinema as well as practitioners who wish to draw upon, challenge and re-map established realms of Moving Image based practices. The diversity of approaches employed in the Moving Image pathway reflects the new reality of contemporary moving image.
Performance happens in the ‘here and now’ and not the ‘there and then’. Unlike many practices, where time is historic, and the image presented is necessarily an archive or record, ‘being and doing’ are more immediately significant in live time, and the expectation is that – in the contemporary – artists are often presenting work that is not made in advance but rather happening now!
Public Sphere is a major research area in the School, and the pathway supports expanded engagement with art and its publics as well as art’s social function. Social art practices have featured as a key force in the rise of the global biennale as well as being utilized by the Occupy Movement. Therefore questions about public space, participation, collaboration and collective action are becoming essential principles within the production of contemporary art both in terms of practice and theory.
Your application should be for MA Contemporary Art Practice and you will have to specify in which Pathway you wish to study: Critical Practice, Moving Image, Performance or Public Sphere.
The programme offers:
The Critical Writing in Art & Design MA programme in the School of Humanities provides unique opportunities for postgraduate students to develop high-level writing, research and analytical skills in the setting of one of the world’s most dynamic art schools. Combining workshop models of teaching and learning, and ‘live’ projects with leading arts organisations, the MA provides the skills required for a successful career in the arts or a research degree. For 2017/8, we are introducing some exciting new areas of specialisation within the programme.
The programme is committed to the idea that writing – of all kinds – is a creative practice that requires imagination as well as good literary skills and expert knowledge. Students on the MA are presented with many opportunities to develop and apply the skills required by various writing formats from the review and catalogue essay, to fiction and other forms of speculation. The unique structure of the programme allows for specialisation and the freedom to explore novel approaches to writing.
The Critical Writing in Art & Design programme combines lectures, specialist writing workshops and ‘crits’ as well as live projects with external partners. Previous partners have included the Royal Opera House, Kettle’s Yard in Cambridge and Turner Contemporary in Margate. Recognising that the media is undergoing considerable change, the MA also offers opportunities to work with professionals working print and online publishing, broadcasting and podcasting. Students on the programme enjoy opportunities to share classes and to work on shared projects with other students across the RCA including our sister programme, the Critical Practice pathway in the Contemporary Art Practice programme in the School of Fine Art.
Founded in 2010, the Critical Writing in Art & Design programme will launch a set of new specialisms in autumn 2017: Publishing and New Media; Creative Writing; and Art Theory. Students follow a shared, core programme as well as their chosen specialism. This will enable students to develop focused and expert skills within the RCA’s new 15-month MA framework. The specialisms allow a close focus on the particular needs of individual students, delivered through small group seminar teaching and one-to-one tutorials.
Graduates of the Critical Writing in Art & Design programme have published their MA work as books for publishers around the world including MIT Press, China Machine Press, and Zero Books. Others write regularly for the art press (including titles such as Art Monthly, Frieze and Eye Magazine). Some graduates of the programme have gone on to doctoral study at the University of Oxford, the University of Manchester and Goldsmiths. Others work in editorial positions in art and design magazines, or as curators and programmers in galleries and museums and other arts organisations in Europe, China and North America.
Critical Writing in Art & Design students have a strong track record of producing ‘live’ publications with the support of the programme. These include the Albertopolis Companion produced by the graduating class of 2015 or ARK: Words and Images from the Royal College of Art Magazine 1950–1978, an anthology from 2014. Other live projects include Of and For Turner Contemporary, a series of texts exploring a remarkable building on the Kent coast. Students on the programme are encouraged to publish their writing on a dedicated Critical Writing in Art & Design website during their studies.
From 2017, the programme is primarily located in the RCA's newest facilities in White City.
This programme prepares you to teach art and design in secondary schools. You are shown how to plan, resource and organise art lessons, and how to monitor, record, evaluate and assess the art practices of students- http://www.gold.ac.uk/pgce/secondary-art-design/
We encourage you to create exciting, questioning and stimulating learning environments.
You'll explore how young people develop their own forms of exploration, expression and communication.
You'll learn about current educational initiatives and agendas and wider political and conceptual issues related to art and design education and how to design, develop, resource and organise art and design lessons, and how to monitor, record, evaluate and assess the art and design practices of young people.
A central philosophical position of the Goldsmiths PGCE is the importance and essential element of your practice as an artist/designer/craftsperson and how this can contribute to your development as an educator.
It is also possible to study this course via our School Direct programme. Please visit our School Direct page to see which schools offer this subject.
As well as your PGCE fees, you will have to cover your travel costs to your school placements.
We produce reading packs electronically and in hard copy format. There’s a small charge for the hard copy reading packs. You may also be asked to contribute towards trips and some materials for your modules.
If you have specific questions about the degree, contact Department of Educational Studies.
There are practice-based Art and Design workshops, lectures and seminars and individual and group tutorials, which are conducted by Goldsmiths lecturers, artist teachers and gallery/arts educators.
The content of the lectures and seminars focus on current issues including:
contemporary art and design practices
visual and place-based pedagogies
inclusive strategies for learning
political and conceptual issues in art and design
artist teacher identities
assessment and evaluation of Art and Design
designing and developing opportunities for learning
During the Autumn Term you are placed in a secondary school Art and Design department to observe, participate in and teach alongside experienced teachers.
You'll visit a primary school to develop an understanding of younger children’s work and how the Art and Design curriculum is taught.
During the Spring and Summer terms you are placed in a second school, where you will experience a sustained experience of teaching in which you develop competence in the Professional Standards.
Throughout the course you will develop and implement Art and Design practices in all Key Stages of the curriculum including post-16.
We have been training teachers since 1904, and have established a reputation for excellence in this field.
We see education as a window through which to view the world, and as something with the power to define who we are and how we live
As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.
We place a strong emphasis on active and collaborative learning, and we'll train you to become a reflective and socially conscious teacher.
We have partnerships with many London schools, offering you the chance to gain teaching practice in socially mixed, multi-ethnic urban classrooms.
We offer a high level of support through a system of school and personal tutoring.
Staff in the department carry out world-leading research – we're ranked 8th in the UK for the quality of this research.**
**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings
It delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.
A range of teaching methods are employed across the PGCE programmes, including:
• Taught subject sessions
• Taught General Professional Study sessions
• Practical workshops
• Core lectures
• Group tutorials/seminars
• Individual tutorials
• Individual and group presentations
• Supported self-study
As with the other PGCE courses, you’ll be given the opportunity to work with children in a wide range of contexts. These might include focused interventions with individuals or groups, or larger scale events for the community.
You apply for this PGCE through the UCAS Teacher Training website. Our institution code is G56 GOLD.
Please take a look at the information on applying, including the specific qualifications or experience you need for this course.
There's no closing date for primary or secondary applications, but we advise you to apply early to avoid disappointment.
Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.